2.6 Curriculum Mapping Activity a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance. MCAS Q # 9 related to the conservation of energy: The activity I would use to address this is a motion machine designed by the students so they could gather the evidence needed to support the claim asserted in this question MCAS Q # 18 related to heat transfer and the conservation of energy. Students have a lot of trouble with the math aspect of these problems. I would design an activity to help them develop a conceptual understanding of heat transfer that involves transferring heated block of metal into room temperature water and measuring temperature changes in both closed and open insulated containers. I would couple this with Q# 19 (graphs) b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number. Conservation of Energy and Momentum Central Concept: The laws of conservation of energy and momentum provide alternate approaches to predict and describe the movement of objects. 2.1 Interpret and provide examples that illustrate the law of conservation of energy 3. Heat and Heat Transfer (cont.) 3.4 Explain the relationships among temperature changes in a substance, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance. c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard? Sadly, we do not have a set curriculum in our HS Science Dept. The framework is used as the curriculum. This year I am involved in pilot project called Energizing Physics which aligns with the frameworks as well as many of the integrating energy concepts from this course. d. What instructional activities did you use during the last school year to teach your students?
Hands-on activities
Interactive power point for notes and quick video clips
Computer-based research
Computer simulations
Web quests
Small group work
Workshop 3 - Web 2.0 tools
http://www.youtube.com/watch?v=nWssUeIgfos
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -
WS4-ScienceLearningActivityTypes.pdf
File Not Found
(Download Details - 150KB)
Please note: I completed the workshop one curriculum mapping but must have placed it somewhere else. I was having a lot of technical problems with my computer as well as connecting on-line at the place I was staying in Boston. So I hope I can find it somewhere! For the following activity I am going to do something in Bio instead of Physics since I teach both
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
The activities will be part of a unit on Ecosystems, specific how energy flows through a ecosystem.
This activity is related to the lesson I presented in the UMass Boston class. It's part of a larger unit on Newton's Second Law of force, mass, and acceleration. Before getting into the math application of the law we explore the concept with lots of on-line and hands-on examples. I have an air-powered rocket launcher that launches paper rockets the kids make. Stage 1 Activity Objective:
Students will predict the relationship between mass, force and acceleration.
Students will accurately identify correct definition and examples of force, mass and acceleration
Activity type: Conceptual knowledge building: observe demo, view objects (on and off line),
Instructions: 1. Review vocab with examples from previous day: force, mass, acceleration using a matching game from a starboard lesson (1 min) 2. View 30 sec on you tube. Discuss why one object moved faster than the other. (2 min) 3. Display video simulation and have kids manipulate the force and observe impact on acceleration (4 min) 4. Display rocket launcher and demo (1 min) and identify sources of force (applied and friction). Online component: http://www.youtube.com/watch?v=UjwQihuNnnA http://phet.colorado.edu/en/simulation/forces-1d Classroom materials:
Computer that can be displayed on large screen
Rocket launcher that must be made ahead of time Assessment: interactive matching and t-f quiz On line T-F quiz on forces http://www.neok12.com/quiz/LAWMOT04
Comment:
Hey Deirdre,
I took a look at your stage one activity. I love rockets and anything hands-on. I tested your online links and interactive quiz. All worked well except for the youtube video which linked, but wouldn't play for some odd reason. I think that overall rockets would really capture the attention of you students. Great job!
Lynn
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Learning objectives for force and motion concepts
Forces or motion concepts students will need to know.
Students identify examples of forces
Students recognize that forces are vectors that can be added and subtracted
Unbalanced forces cause motion
Force between objects are affected by magnitude and distance
I would use the quizlet on this link but I would want to edit a misspelling (inertia) and change one of the word choices available for the matching
Provide instructions on how students will use the tool to demonstrate their understanding.
I would use this as a pre-test and do it as a class on the smartboard. I would use it to gage their understanding. Then I would have them take the quizlet, hopefully with some edits, on the school’s ipad. Students would use the simulated rocket launch activity to test their understanding of the forces affecting the motion of a rocket. On the site there is a table they can complete which allows them to test variables affecting the speed and direction on the rocket.
Thinkinfinity Gravity launch: http://sciencenetlinks.com/lessons/gravity-launch/ Might I suggest that you take the time to create your own qwizlet using the qwizlet you found? Make the edits that are necessary. In this way, you will learn how easy it is to create your own qwiz AND you will have something that you can use in Workshop 7. --- Kathy
Workshop 6 - Scientific Invest
Black Box Investigation
Lesson objective: (part of a review activity on matching codons and anti-codons to determine the correct amino acid and to correctly interpret the genetic code graph)
Students will use the cube to predict the correct matching codon
Students will use the information to correctly interpret information from a graph identifying amino acids
Tasks and steps: In groups of 3, students will observe the codons on the outside if 5 sides which will read: UAC UUC AAA AUG AAG UUU. They will need to determine the pattern of correct codon pairing and the corresponding amino acid (they can use their text book as a reference). Students will have to determine the matching codon which is hidden on the inside face of the cube (. The will need to refer to the genetic code graph to check their prediction and write the amino acids for which the bases code. For example, if the last unmatched codon is UUU, they should determine the correct match on the hidden face (AAA) and then find the corresponding amino acid.
Materials:
Template cubes, enough for each student with codons. One blank template for each student.
Assessment: A final assessment will be for each student to make their own cube with codons to test the other students in their group. They will follow the same instructions but will be making their own.
PLEASE NOTE: I WAS NOT SUCCESSFUL IN DOWNLOADING THE TEMPLATE . EVERY TIME I ATTEMPTED TO DO IT CREATING TREMENDOUS HAVOC WITH MY AILING COMPUTER.
<Post your Stage 2 investigation here >
Stage 2 Activity:
Objective:
1. Students will verbally describe the relationship among the 3 variables mass, force and acceleration.
2. Mathematically, students will show the relationship between mass, force and acceleration
3. Students will use a simulation to demonstrate and interpret Newton’s Second Law (f = ma)
Standard:
Motion and Forces
Central Concept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
1.4 Interpret and apply Newton’s three laws of motion.
Misconceptions: (see comments under procedures)
Task:
By the end of the class you will use the terms we learned yesterday –force, mass, and acceleration- to explain
Newton ‘s second law of motion. Let’s do a quick review as a class (quizlet : http://quizlet.com/_ess86 )
Next, you will explain which balls in the front of the room will accelerate the fastest with equal amounts of force. Finally, you will solve problems related to force, mass, and acceleration.
Procedure:
Start the class with a quick review from previous lesson on definitions, symbols and units used in Newton’s Second Law using scatter game on quizlet (http://quizlet.com/_ess86).
Complete together as a class
The purpose of the next activities is to show how the 3 terms – force, mass, acceleration - work together to predict how objects move. Start with a quick visual using 6 different size balls of masses ranging from ping pong to large medicine balls. Place them on a desk visible to all students. Have a few students come to the desk and use a constant breath to try to move each one. This is a good opportunity to discuss the lack of consistency in using one’s breath to move the ball. Ask:What piece of equipment can we use that would deliver a constant amount of force? (hair dryer). Have students place balls in order, from greatest to least acceleration (you can place numbers on the balls). Ask students to include the word inertia in their explanation. ( 10 min)
MISCONCEPTION ALERT: some students will think the more massive balls will go faster because they confuse this with momentum. Also, they will often think inertia only relates to massive objects.
3. Students will go to the Phet simulation
Click to Run
.
Using the classroom computer, demonstrate how to use the simulation. Before students go onto site, ask them to predict the objects (on the simulation) that will need the most force to accelerate at the same rate. Then have them manipulate the equation F = ma equation to show how to calculate acceleration (a=f/m). This simulation will allow them to visualize the relationship between force and mass. Using this formula, students will have to gather evidence to show how the simulation came up with an acceleration of 1.3 m/s/s. (20 mins).
MISCONCEPTION ALERT: When completing calculations, students think units and symbols are the same or interchangeable. For example, F is the symbol for force, not the unit for measurement. The unit used for when calculating force is Newtons (N) not F.
Grouping: 2-3 students depending on class size
Web 2.0 online component:
Classroom materials:
Teacher computer for class demos and ipads or tablets for pairs of student
6 Balls ranging in size from ping pong to large 10 -15 lb medicine balls (get from the PE Dept)
The last 10 mins of class will be used to assess whether I achieved my objects
Objective
Assessment
Students will verbally describe the relationship among the 3 variables mass, force and acceleration. (articulation)
Informal 30 sec interviews with groups of students as they complete their written work. Looking for explanation that includes an understanding that if mass increases, the force must increase to keep an object accelerating at the same rate.
Mathematically, students will show the relationship among mass, force and acceleration (number sense)
Students complete quizlet (http://quizlet.com/_eszf3 ) to answer 3 math problems where they have to solving for acceleration, mass and force using the proper units. (NOTE: this is a fairly simple matching. I would probably add a more differentiated assignment for HW)
Students will use a simulation to demonstrate and interpret Newton’s Second Law (f = ma)
(application of law using digital resources)
Students select of the simulations on the Phet site. They will explain in writing how Newton’s second law is used to predict the acceleration of the selected object. Then they will double and triple the mass of the object and write how this changes the acceleration OR the force required to move it.
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- thank you! Additional comments to other teachers may be included at the end.>
Lesson Plan: Newton's Laws of Motion and force
Your name: Deirdre Scott
Lesson Title: Using Newton's Laws of Motion to predict the motion of a rocket
Grade Level: Grade 9 Introduction to Physics
State Standards:
1. Motion and Forces
Central Concept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
1.4 Interpret and apply Newton’s three laws of motion.
1.5 Use a free-body force diagram to show forces acting on a system consisting of a pair of interacting objects.
Lesson Question: How are scientific laws used to describe and predict the motion of a rocket? Introduction: Introduction: For our culminating project we will be working in groups of 2 to make a rocket and launch it on the launcher shown below. (Instructions for making launcher ahead of time included in resource section). How many of you think you can make a rocket out of paper that will go the length of a football field? Do you think you can make it travel along a straight projectile? If Mr. Newton were here in this classroom, what would he say are the variables affecting the rocket’s acceleration? What other variables do we need to consider? Task:
Analyze how an air-power rocket launcher works
Design and build a paper rocket to fit on the launcher
Define and give example of Newton’s 3 Laws of Motion
Collect and analyze data
Analyze flight pattern using a video camera
Apply Newton’s Laws of Motion to the rocket
Draw a free body diagram illustrating forces acting on rocket
Process (include all steps of the lesson procedure): Day one
Obtain a tablet and meet with your partner
Start with a review of Newton’s Laws. Go to this website and click scatterhttp://quizlet.com/_ew1w7. See how quickly you can correctly match the terms.
Lets read the assessment rubric together so you are clear on the expectations
Observe the rocket in the front of the room. With your partner, discuss how you think the rocket works. What is the energy source? Where would you put the rocket?
Each rocket team will get one 8.5 in x 11 in heavy stock paper to make a rocket. Try doing this own your own before looking for a template. Complete the rocket, name it, and get the mass in grams and convert to Kg. Record the mass on a data sheet you and your partner create.
For HW, design a review game on Newton’s Laws on a Quizlet ((http://quizlet.com/). Follow instructions to log on. The game should contain Newton’s 3 Laws and 2 examples of each, similar to what we did in class. Include definitions of forces: gravity, friction, action-reaction. I will randomly select a few people to present their Quizlet to the class
Day Two
Complete a mini rocket launch in class to measure the rocket distance under 5 psi of compressed air pressure. Complete 3 trials and record your results in the data sheet you created.
Use the above data to calculate the distance the rocket will travel under 60 psi. Try setting up a proportion: if distance is 3 yards with 5 psi, how many yards under 60 psi)
Make final revisions on the rockets and prepare for launch day.
Day 3
Today we will launch rockets on the football field for ease of measurement.
Each team is responsible for video-taping the launch, taking photos and measuring the distance traveled. Make sure you have the data sheets you created in class to record your results. How close was your distance prediction to the actual distance?
Explain how force and acceleration are related in the rocket simulation. Can you draw any comparisons to your rocket?
Suppose the mass of the rocket were doubled. How would this affect the force needed to accelerate the rocket at the same rate?
Hand in answers to questions at the end of class
Day 4-5
As a class, we will watch and critique the videos of the rocket launch. You will each use your video and photos for the final product. Take a few notes on how you could improve your rocket based on what you observe.
Use the videos and photos to make a presentation for the class. The presentation must include a definition in your own words of Newton’s Laws of motion, how the laws apply to the rocket, and at least 2 examples of other applications. In addition, you must include a mathematical example of the second law, Force = mass x acceleration and a free-body diagram illustrating the forces acting on the rocket at rest and in motion. To review free-body diagrams, go to the website below:http://www.mrwaynesclass.com/freebodies/reading/
For HW, complete the on-line quiz at the bottom of the page
You can choose to make it in Glogster (http://www.glogster.com/) or a power point or in Prezi (http://prezi.com/your/). Your teacher will demonstrate the differences among this 3 forms of media presentation formats.
Conclusion: Students will be ableto state Newton’s three Laws of Motion in their own words, explain how the laws apply to the rocket, make accurate mathematical calculations using the second law (Force = mass x acceleration) and give at least 2 other examples of motion in everyday life in which Newton’s Laws apply. Students will be able to illustrate forces acting on the rocket at rest and in motion.
Assessments: You will be assessed on homework, class work, class participation, working as part of a group, and your final presentation Assessment Rubric
Students will be able to
Strong
Good
Adequate
Inadequate
Complete HW and class work assignments
Completes both assignments in own words with accurate examples
Completes all HW, mostly in own words but attributes sources.
Attempts to answer questions
Answers less than half the questions.
Work as a part of a team to construct a functioning rocket
Contributes ideas and helps to build rocket; completes on time
Contributes ideas or helps to build rocket; completes on time
Contributes ideas or helps to build rocket; does not complete on time
Observes process; makes few contributions; does not complete on time
Documents process
Takes appropriate videos and photos of launch to be used in final product
Takes videos and photos that need some editing before final product
Takes video OR photos
Takes only one or 2 pictures
Create a final product demonstrating understanding of Newton’s 3 Laws
Uses appropriate digital media format to describe laws and their applications; includes examples of F=ma uses real numbers. No errors.
Uses appropriate digital media format to describe laws and their applications; includes examples of F=ma uses real numbers. Contains some inaccuracies
Uses appropriate digital media format but descriptions and examples lack accuracy and completeness
Uses appropriate digital media format but information is incomplete and or inaccurate.
Illustrate, identify and define forces acting on rocket with a free-body diagram
Includes a photo, picture or drawing labeling forces acting on rocket including action-reaction forces
Includes a photo, picture or drawing labeling most forces acting on rocket
Includes a photo, picture or drawing labeling only force
Names b does not label forces
Present final project to classmates
Presentation illustrates a solid understanding of motion laws and their application to the rocket and other situations; accurately answers questions
Presentation illustrates an understanding of motion laws and their application to the rocket and other situations; accurately answers most questions
Presentation illustrates a partial understanding of motion laws and their application to the rocket and other situations; attempts to answers most questions
Presentation is incomplete; does not demonstrate a complete understanding of how laws are applied in different situations.
Rocket launcher made ahead of time (see instructions in resources)
Access to printer for student-created data sheets
Compass for drawing circles
Safety goggles
Extra PVC pipe for making the body of the rocket
Teacher Notes: This is an introductory course which means the emphasis is on conceptual understanding of motion laws. Student’s mathematical experience at this level is limited to linear equations and motion. The goal is to understand the relationship among variables force, mass, and acceleration. The rocket launcher is easy and fun to make. Bring the materials list to a good plumbing supply store and they will help you buy the correct pieces. Some misconceptions to be aware of:
Students confuse mass and weight. They may think that the greater mass will make the rocket fall faster. They forget that a rocket with greater mass will need more force to get to move at the same rate and distance. Adding or removing mass from their rocket will provide evidence to support this.
Students get confused about the action-reaction forces. They think that the action force is the pump and the reaction force is the rocket moving forward. Make sure they understand the forces are equal and opposite even if the masses are not the same. See background resources on Newton;s Laws and rockets.
Workshop Wiki Page - Deidre Scott
Workshop 2 - MCAS Assessments & Curriculum Mapping
2.6 Curriculum Mapping Activity
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
MCAS Q # 9 related to the conservation of energy: The activity I would use to address this is a motion machine designed by the students so they could gather the evidence needed to support the claim asserted in this question
MCAS Q # 18 related to heat transfer and the conservation of energy. Students have a lot of trouble with the math aspect of these problems. I would design an activity to help them develop a conceptual understanding of heat transfer that involves transferring heated block of metal into room temperature water and measuring temperature changes in both closed and open insulated containers. I would couple this with Q# 19 (graphs)
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
Conservation of Energy and Momentum
Central Concept: The laws of conservation of energy and momentum provide alternate approaches to predict and describe the movement of objects.
2.1 Interpret and provide examples that illustrate the law of conservation of energy
3. Heat and Heat Transfer (cont.)
3.4 Explain the relationships among temperature changes in a substance, the amount of heat transferred, the amount (mass) of the substance, and the specific heat of the substance.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard? Sadly, we do not have a set curriculum in our HS Science Dept. The framework is used as the curriculum. This year I am involved in pilot project called Energizing Physics which aligns with the frameworks as well as many of the integrating energy concepts from this course.
d. What instructional activities did you use during the last school year to teach your students?
Workshop 3 - Web 2.0 tools
http://www.youtube.com/watch?v=nWssUeIgfos
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(Download Details - 150KB)
Please note: I completed the workshop one curriculum mapping but must have placed it somewhere else. I was having a lot of technical problems with my computer as well as connecting on-line at the place I was staying in Boston. So I hope I can find it somewhere! For the following activity I am going to do something in Bio instead of Physics since I teach both
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
The activities will be part of a unit on Ecosystems, specific how energy flows through a ecosystem.
key vocab
http://www.neok12.com/Ecosystems.htm
http://www.yellowtang.org/animations/energy_flow.swf
amount of energy available in food web; trace energy flow
http://www.brainpop.com/games/foodchaingame/
http://www.youtube.com/watch?v=TE6wqG4nb3M
http://www.etap.org/demo/biology_files/lesson6/instruction6tutor.html
http://www.youtube.com/watch?v=Ih4mknz6OVE
Stage 1 Activity
Objective:
Activity type: Conceptual knowledge building: observe demo, view objects (on and off line),
Instructions:
1. Review vocab with examples from previous day: force, mass, acceleration using a matching game from a starboard lesson (1 min)
2. View 30 sec on you tube. Discuss why one object moved faster than the other. (2 min)
3. Display video simulation and have kids manipulate the force and observe impact on acceleration (4 min)
4. Display rocket launcher and demo (1 min) and identify sources of force (applied and friction).
Online component:
http://www.youtube.com/watch?v=UjwQihuNnnA
http://phet.colorado.edu/en/simulation/forces-1d
Classroom materials:
Computer that can be displayed on large screen
Rocket launcher that must be made ahead of time
Assessment: interactive matching and t-f quiz
On line T-F quiz on forces
http://www.neok12.com/quiz/LAWMOT04
Comment:
Hey Deirdre,
I took a look at your stage one activity. I love rockets and anything hands-on. I tested your online links and interactive quiz. All worked well except for the youtube video which linked, but wouldn't play for some odd reason. I think that overall rockets would really capture the attention of you students. Great job!
Lynn
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Learning objectives for force and motion concepts- Forces or motion concepts students will need to know.
- Students identify examples of forces
- Students recognize that forces are vectors that can be added and subtracted
- Unbalanced forces cause motion
- Force between objects are affected by magnitude and distance
- I would use the quizlet on this link but I would want to edit a misspelling (inertia) and change one of the word choices available for the matching
- Provide instructions on how students will use the tool to demonstrate their understanding.
I would use this as a pre-test and do it as a class on the smartboard. I would use it to gage their understanding. Then I would have them take the quizlet, hopefully with some edits, on the school’s ipad. Students would use the simulated rocket launch activity to test their understanding of the forces affecting the motion of a rocket. On the site there is a table they can complete which allows them to test variables affecting the speed and direction on the rocket.- Links to tools. Quizlet http://quizlet.com/2267668/test/ and
Thinkinfinity Gravity launch: http://sciencenetlinks.com/lessons/gravity-launch/Might I suggest that you take the time to create your own qwizlet using the qwizlet you found? Make the edits that are necessary. In this way, you will learn how easy it is to create your own qwiz AND you will have something that you can use in Workshop 7. --- Kathy
Workshop 6 - Scientific Invest
Black Box Investigation
Lesson objective: (part of a review activity on matching codons and anti-codons to determine the correct amino acid and to correctly interpret the genetic code graph)
Students will use the cube to predict the correct matching codon
Students will use the information to correctly interpret information from a graph identifying amino acids
Tasks and steps: In groups of 3, students will observe the codons on the outside if 5 sides which will read: UAC UUC AAA AUG AAG UUU. They will need to determine the pattern of correct codon pairing and the corresponding amino acid (they can use their text book as a reference). Students will have to determine the matching codon which is hidden on the inside face of the cube (. The will need to refer to the genetic code graph to check their prediction and write the amino acids for which the bases code. For example, if the last unmatched codon is UUU, they should determine the correct match on the hidden face (AAA) and then find the corresponding amino acid.
Materials:
Template cubes, enough for each student with codons. One blank template for each student.
Assessment: A final assessment will be for each student to make their own cube with codons to test the other students in their group. They will follow the same instructions but will be making their own.
PLEASE NOTE: I WAS NOT SUCCESSFUL IN DOWNLOADING THE TEMPLATE . EVERY TIME I ATTEMPTED TO DO IT CREATING TREMENDOUS HAVOC WITH MY AILING COMPUTER.
<Post your Stage 2 investigation here >
Stage 2 Activity:
Objective:
1. Students will verbally describe the relationship among the 3 variables mass, force and acceleration.
2. Mathematically, students will show the relationship between mass, force and acceleration
3. Students will use a simulation to demonstrate and interpret Newton’s Second Law (f = ma)
Standard:
Motion and Forces
Central Concept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
1.4 Interpret and apply Newton’s three laws of motion.
Misconceptions: (see comments under procedures)
Task:
By the end of the class you will use the terms we learned yesterday –force, mass, and acceleration- to explain
Newton ‘s second law of motion. Let’s do a quick review as a class (quizlet : http://quizlet.com/_ess86 )
Next, you will explain which balls in the front of the room will accelerate the fastest with equal amounts of force. Finally, you will solve problems related to force, mass, and acceleration.
Procedure:
Start the class with a quick review from previous lesson on definitions, symbols and units used in Newton’s Second Law using scatter game on quizlet (http://quizlet.com/_ess86).
Complete together as a class
The purpose of the next activities is to show how the 3 terms – force, mass, acceleration - work together to predict how objects move. Start with a quick visual using 6 different size balls of masses ranging from ping pong to large medicine balls. Place them on a desk visible to all students. Have a few students come to the desk and use a constant breath to try to move each one. This is a good opportunity to discuss the lack of consistency in using one’s breath to move the ball. Ask: What piece of equipment can we use that would deliver a constant amount of force? (hair dryer). Have students place balls in order, from greatest to least acceleration (you can place numbers on the balls). Ask students to include the word inertia in their explanation. ( 10 min)
MISCONCEPTION ALERT: some students will think the more massive balls will go faster because they confuse this with momentum. Also, they will often think inertia only relates to massive objects.
3. Students will go to the Phet simulation
Click to Run
Using the classroom computer, demonstrate how to use the simulation. Before students go onto site, ask them to predict the objects (on the simulation) that will need the most force to accelerate at the same rate. Then have them manipulate the equation F = ma equation to show how to calculate acceleration (a=f/m). This simulation will allow them to visualize the relationship between force and mass. Using this formula, students will have to gather evidence to show how the simulation came up with an acceleration of 1.3 m/s/s. (20 mins).
MISCONCEPTION ALERT: When completing calculations, students think units and symbols are the same or interchangeable. For example, F is the symbol for force, not the unit for measurement. The unit used for when calculating force is Newtons (N) not F.
Grouping: 2-3 students depending on class size
Web 2.0 online component:
Classroom materials:
6 Balls ranging in size from ping pong to large 10 -15 lb medicine balls (get from the PE Dept)
Calculators
Hair dryer
On-line resources
http://phet.colorado.edu/en/simulation/forces-1d
http://quizlet.com/_ess86
http://quizlet.com/_eszf3
Assessment:
The last 10 mins of class will be used to assess whether I achieved my objects
Objective
Assessment
Students will verbally describe the relationship among the 3 variables mass, force and acceleration. (articulation)
Informal 30 sec interviews with groups of students as they complete their written work. Looking for explanation that includes an understanding that if mass increases, the force must increase to keep an object accelerating at the same rate.
Mathematically, students will show the relationship among mass, force and acceleration (number sense)
Students complete quizlet (http://quizlet.com/_eszf3 ) to answer 3 math problems where they have to solving for acceleration, mass and force using the proper units. (NOTE: this is a fairly simple matching. I would probably add a more differentiated assignment for HW)
Students will use a simulation to demonstrate and interpret Newton’s Second Law (f = ma)
(application of law using digital resources)
Students select of the simulations on the Phet site. They will explain in writing how Newton’s second law is used to predict the acceleration of the selected object. Then they will double and triple the mass of the object and write how this changes the acceleration OR the force required to move it.
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- thank you! Additional comments to other teachers may be included at the end.>
Lesson Plan: Newton's Laws of Motion and force
Your name: Deirdre Scott
Lesson Title: Using Newton's Laws of Motion to predict the motion of a rocket
Grade Level: Grade 9 Introduction to Physics
State Standards:
1. Motion and Forces
Central Concept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
1.4 Interpret and apply Newton’s three laws of motion.
1.5 Use a free-body force diagram to show forces acting on a system consisting of a pair of interacting objects.
Lesson Question:How are scientific laws used to describe and predict the motion of a rocket?
Introduction:
Introduction: For our culminating project we will be working in groups of 2 to make a rocket and launch it on the launcher shown below. (Instructions for making launcher ahead of time included in resource section). How many of you think you can make a rocket out of paper that will go the length of a football field? Do you think you can make it travel along a straight projectile? If Mr. Newton were here in this classroom, what would he say are the variables affecting the rocket’s acceleration? What other variables do we need to consider?
Task:
- Analyze how an air-power rocket launcher works
- Design and build a paper rocket to fit on the launcher
- Define and give example of Newton’s 3 Laws of Motion
- Collect and analyze data
- Analyze flight pattern using a video camera
- Apply Newton’s Laws of Motion to the rocket
- Draw a free body diagram illustrating forces acting on rocket
Process (include all steps of the lesson procedure):Day one
- Obtain a tablet and meet with your partner
- Start with a review of Newton’s Laws. Go to this website and click scatter http://quizlet.com/_ew1w7. See how quickly you can correctly match the terms.
- Lets read the assessment rubric together so you are clear on the expectations
- Observe the rocket in the front of the room. With your partner, discuss how you think the rocket works. What is the energy source? Where would you put the rocket?
- Each rocket team will get one 8.5 in x 11 in heavy stock paper to make a rocket. Try doing this own your own before looking for a template. Complete the rocket, name it, and get the mass in grams and convert to Kg. Record the mass on a data sheet you and your partner create.
- For HW, design a review game on Newton’s Laws on a Quizlet ((http://quizlet.com/). Follow instructions to log on. The game should contain Newton’s 3 Laws and 2 examples of each, similar to what we did in class. Include definitions of forces: gravity, friction, action-reaction. I will randomly select a few people to present their Quizlet to the class
Day TwoDay 3
- As you upload your videos onto the class computer, use the tablets to answer these questions based on viewing this rocket simulationhttp://sciencenetlinks.com/media/filer/2011/10/13/gravity_launch26.swf
- What variables affect the motion of the rocket?
- What causes the rocket to move?
- What forces are acting on the rocket?
- Explain how force and acceleration are related in the rocket simulation. Can you draw any comparisons to your rocket?
- Suppose the mass of the rocket were doubled. How would this affect the force needed to accelerate the rocket at the same rate?
- Hand in answers to questions at the end of class
Day 4-5- As a class, we will watch and critique the videos of the rocket launch. You will each use your video and photos for the final product. Take a few notes on how you could improve your rocket based on what you observe.
- Use the videos and photos to make a presentation for the class. The presentation must include a definition in your own words of Newton’s Laws of motion, how the laws apply to the rocket, and at least 2 examples of other applications. In addition, you must include a mathematical example of the second law, Force = mass x acceleration and a free-body diagram illustrating the forces acting on the rocket at rest and in motion. To review free-body diagrams, go to the website below: http://www.mrwaynesclass.com/freebodies/reading/
For HW, complete the on-line quiz at the bottom of the page- You can choose to make it in Glogster (http://www.glogster.com/) or a power point or in Prezi (http://prezi.com/your/). Your teacher will demonstrate the differences among this 3 forms of media presentation formats.
Conclusion:Students will be ableto state Newton’s three Laws of Motion in their own words, explain how the laws
apply to the rocket, make accurate mathematical calculations using the second
law (Force = mass x acceleration) and give at least 2 other examples of motion
in everyday life in which Newton’s Laws apply. Students will be able to illustrate forces
acting on the rocket at rest and in motion.
Assessments:
You will be assessed on homework, class work, class participation, working as part of a group, and
your final presentation
Assessment Rubric
No errors.
Rocket photo from Deirdre Scott August 2013
http://sciencenetlinks.com/lessons/gravity-launch
http://www.mrwaynesclass.com/freebodies/reading/
https://prezi.com/profile/registration/?license_type=PUBLIC
Instructions for making the rocket
http://capsulenu.weebly.com/uploads/4/7/7/4/4774272/295788main_rockets_high_power_launcher.pdf
For rocket templates go to:
http://www.nasa.gov/pdf/295786main_Rockets_Adv_High_Power_Paper.pdf
Resources on Rockets and Newton’s Laws
http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_rockets/cub_rockets_lesson02.xml
http://exploration.grc.nasa.gov/education/rocket/newton.html
Materials
Teacher Notes:
This is an introductory course which means the emphasis is on conceptual understanding of motion laws. Student’s mathematical experience at this level is limited to linear equations and motion. The goal is to understand the relationship among variables force, mass, and acceleration.
The rocket launcher is easy and fun to make. Bring the materials list to a good plumbing supply store and they will help you buy the correct pieces.
Some misconceptions to be aware of: